Occupational Therapy Essentials for Clinical Competence

by Sladyk, Karen; Jacobs, Karen; MacRae, Nancy

• ISBN13: 9781556428197
• ISBN10: 1556428197
• Edition: 1st
• Format: Hardcover
• Copyright: 2009-12-12
• Publisher: Slack Incorporated

Summary

The occupational therapy profession has seen many textbooks on a wide range of topics, but never has a text used the ACOTE Accreditation Standards as a blueprint, incorporating them as a way to intricately outline a plan of action for the current practice of occupational therapy. Occupational Therapy Essentials for Clinical Competencebegins by linking the ACOTE Accreditation Standards with current practice in chapters for students and educators. With 50 expert contributors, this forward-thinking text sets the stage with two foundational concepts vital to the study of occupation: flow and culture. Led by nationally reknowned authors, Karen Sladyk, Karen Jacobs, and Nancy MacRae,Occupational Therapy Essentials for Clinical Competencepresents a summary of interconnected constructs that define and direct occupational therapy practice. Inside you will find: bull; Basic tenets of occupational therapy bull; Occupational therapy theoretical perspectives bull; Screening, evaluation, and referral bull; Formulation and implementation of an intervention plan bull; Context of service delivery bull; Management of occupational therapy services bull; Professional ethics, values, and responsibilities bull; Culture and its role in occupational choice and performance Occupational Therapy Essentials for Clinical Competencealso includes student activities at the end of each chapter, as well as on-line material that consists of multiple choice questions, chapter objectives, teacher activities, and PowerPoint slides. Some Additional Features Include: bull; Examples as viewed and analyzed from multiple perspectives bull; Evidence-based practice reviews that provide a starting point to have each topic explored in depth bull; Evaluation of the mastery of application and self-assessment exercises bull; Integration throughout the text of Occupational Therapy Practice Framework: Domain and Process, Second Edition Occupational Therapy Essentials for Clinical Competenceincorporates adult learning theory as its basis to assist in establishing cognitive interest. All occupational therapists will welcome this unique organizational format of grouping concepts together to reinforce and facilitate learning.

Author Biography

Karen Sladyk, PhD, OTR/L, FAOTA has been an occupational therapy educator in New England for 18 years—first at Quinnipiac University and currently at Bay Path College. She "accidentally" fell into writing when she was a substitute at a focus group at an American Occupational Therapy Association (AOTA) annual meeting and conference, offering suggestions of what she thought students wanted to know. Since that time, she has edited or authored 9 textbooks targeted specifically at occupational therapy/occupational therapy assistant students' specific needs. Known as a "hard and demanding" teacher, she cares very deeply about students getting an intense and meaningful education.       

Like every occupational therapist/occupational therapy assistant, she has a difficult time balancing her life, but she enjoys travel, quilting, crafts, and writing. She recently visited all 50 states before turning 50 herself. Karen spends time with her sisters and nephews in Connecticut and Utah and continues to collect vintage jewelry at flea markets. Lately, she has been hunting for Disney Lanyard pins. When developing this newest book, she had the good fortune of teaming up with Karen and Nancy.    

Karen Jacobs, EdD, OTR/L, CPE, FAOTA is a past president and vice president of the AOTA and a 2005 recipient of a Fulbright Scholarship to the University of Akuryeri in Akuryeri, Iceland. Dr. Jacobs is a clinical professor and the program director of distance education post-professional programs in occupational therapy at Boston University, Boston, MA. She earned a doctoral degree at the University of Massachusetts, a master of science degree in occupational therapy at Boston University, and a bachelor of arts degree at Washington University in St. Louis, MO.      

Dr. Jacobs’ research examines the interface between the environment and human capabilities. In particular, she examines the individual factors and environmental demands associated with increased risk of functional limitations among populations of university- and middle school-aged students, particularly in notebook computing and backpack use (http://people.bu.edu/kjacobs/index.shtml).     

In addition to being an occupational therapist, Dr. Jacobs is also a certified professional ergonomist (CPE) and the founding editor of the international journal WORK: A Journal of Prevention, Assessment, and Rehabilitation (IOS Press, The Netherlands).     
Dr. Jacobs is a faculty-in-residence and lives in an apartment in one of the dormitories at Boston University. She is the mother of 3 childre–Laela, Joshua, and Ariel; and the amma (grandma in Icelandic) to Sophie Redd. She balances work with occupations such as cross country skiing, kayaking, photography, yoga, and travel.    

Nancy MacRae, MS, OTR/L, FAOTA is an associate professor, graduate coordinator, and academic fieldwork coordinator at the University of New England (UNE) in Portland, ME, where she has taught for nearly 20 years. She is a past president of the Maine Occupational Therapy Association.   

Nancy’s work experience has been within the field of developmental disabilities, primarily mental retardation, across the lifespan. Her graduate degree is in adult education, with a minor in educational gerontology. Involvement in the Interprofessional Geriatric Education Program at UNE allows her to mentor and learn from future health care practitioners.     

Ms. MacRae is the proud mother of 2 sons and a 10-year-old granddaughter. Occupational balance is maintained through participation in reading, yoga, walking, baking, and basket-making.

Table of Contents

Contents Dedication Acknowledgments About the Editors Contributing Authors Foreword by Charles H. Christiansen, EdD, OTR, OT(C), FAOTA Introduction Section I: Setting the Stage Chapter 1 The Experience of Flow and Meaningful Occupation (B.3.6) 3 Rosalie M. King, DHS, OTR/L Chapter 2 Culture and Meaningful Occupation (B.1.7, 2.10, 4.2, 4.4, 4.7, 5.0, 5.2) Roxie M. Black, PhD, OTR/L, FAOTA Section II: Basic Tenets of Occupational Therapy Chapter 3 History and Philosophy (B.2.1) Cheryl Kuczynski, MOT, OTR/L and Celeste M. Richard, MOT, OTR/L Chapter 4 Occupation, Activity, Skills, Patterns, Demands, Context, and Balance(B.2.2-2.4, 2.7) Karen Sladyk, PhD, OTR/L, FAOTA and Beth O\u2019Sullivan, MPH, OTR/L Chapter 5 Occupational Performance: Analyzing Occupational Perspectives on Health and Disease (B.2.5-2.6) Kathleen Flecky, OTD, OTR/L and Heather Goertz, OTD, OTR/L Chapter 6 Safety and Support (B.2.8-2.9) Claudia E. Oakes, OTR/L, PhD Chapter 7 Clinical Reasoning (B.2.10-2.11) Callie Watson, OTD, OTR/L and Kristin B. Haas, OTD, OTR/L Section III: Occupational Therapy Theoretical Perspectives Chapter 8 Occupational Therapy Theory Development and Organization (B.3.1-3.2, 3.4, 3.6) Marilyn B. Cole, MS, OTR/L, FAOTA Chapter 9 Occupational Therapy Theory Use in the Process of Evaluation and Intervention(B.3.3, 3.5) Roseanna Tufano, MFT, OTR/L Section IV: Screening, Evaluation, and Referral Chapter 10 Screening, Evaluation, and Referral(B.4.1-4.3, 4.5-4.10) 101 Tara J. Glennon, EdD, OTR/L, FAOTA *The numbers after the chapter titles represent the 2006 ACOTE Accreditation Standards for a Master\u2019s-Degree-Level Educational Program for the Occupational Therapist (effective January 2008). Chapter 11 Evaluation of Activities of Daily Living and Instrumental Activities of Daily Living (B.4.4) Lisa J. Knecht-Sabres, DHS, OTR/L Chapter 12 Evaluation of Education and Work (B.4.4) Barbara Larson, MA, OTR/L, FAOTA Chapter 13 Evaluation of Play and Leisure (B.4.4) Lori Vaughn, OTD, OTR/L Chapter 14 Evaluation of Social Participation (B.4.4) Mary V. Donohue, PhD, OTL, FAOTA Section V: Intervention Plan: Formulation and Implementation Chapter 15 The Interpretation, Development, and Use of Evidence, Safety, and Grading in Intervention Planning (B.5.1-5.3, 5.19, 5.21) Jane O\u2019Brien, PhD, OTR/L Chapter 16 Interventions of Activities of Daily Living and Instrumental Activities of Daily Living (B.5.1-5.6, 5.19-5.21) Michael E. Roberts, MS, OTR/L Chapter 17 Interventions in School and Work (B.5.1-5.6, 5.19-5.21)187 Barbara J. Steva, MS, OTR/L Chapter 18 Interventions of Play and Leisure (B.5.3) Kathryn M. Loukas, MS, OTR/L, FAOTA and Bevin J. Journey, MS, OTR/L Chapter 19 Interventions of Social Participation (B.5.4-5.6, 5.19-5.21) Jane O\u2019Brien, PhD, OTR/L Chapter 20 Training, Education, Teaching, and Learning (B.5.4, 5.16-5.17) Nancy MacRae, MS, OTR/L, FAOTA Chapter 21 Occupational Therapy Intervention in the Realms of Cognitive, Physical, and Sensory Functioning (B.5.5) Regula H. Robnett, PhD, OTR/L Chapter 22 Therapeutic Use of Self (B.5.6) Jan Froehlich, MS, OTR/L Chapter 23 Case Management and Coordination (B.5.7) Diane P. Bergey, MOT, OTR/L and Erica A. Flagg, OT Chapter 24 Environmental Adaptation and Ergonomics (B.5.8, 5.20) William R. Croninger, MA, OTR/L; John E. Lane, Jr., OTR/L; and Betsy DeBrakeleer, COTA/L, ROH Chapter 25 Assistive Technology (B.5.9-5.10, 5.20) William R. Croninger, MA, OTR/L and Betsy DeBrakeleer, COTA/L, ROH Chapter 26 Occupation-Centered Mobility (B.5.11) Kathryn M. Loukas, MS, OTR/L, FAOTA Chapter 27 Physical Agent Modalities (B.5.13-5.14) Alfred G. Bracciano, EdD, OTR/L, FAOTA Chapter 28 Feeding and Eating (B.5.12) Kristin Winston, PhD, OTR/L and Kathryn M. Loukas, MS, OTR/L, FAOTA Chapter 29 Use of the Natural Environment (B.5.15) Kathryn M. Loukas, MS, OTR/L, FAOTA Chapter 30 Effective Communication (B.5.18) Jan Froehlich, MS, OTR/L Chapter 31 Consultation, Referral, Monitoring, and Discharge Planning (B.5.22-5.25, 5.27) Julie Savoyski, MS, OTR/L Chapter 32 Data Collection and Documentation (B.5.26, 5.28) Nancy MacRae, MS, OTR/L, FAOTA and William R. Croninger, MA, OTR/L Section VI: Context of Service Delivery Chapter 33 Changes and Trends in Education Research and Practice (B.7.1-7.2) Jeffrey L. Crabtree, MS, OTD, FAOTA Section VII: Management of Occupational Therapy Services Chapter 34 Laws, Credentials, and Reimbursement (B.7.3-7.6) Dory E. Holmes, MPH, OTR/L and Lisa L. Clark, MS, OTR/L Chapter 35 Systems to Organize and Market Occupational Therapy (B.7.7) Karen Jacobs, EdD, OTR/L, CPE, FAOTA Chapter 36 Quality Improvement (B.7.8) Jennifer Kaldenberg, MSA, OTR/L, SCLV, CLVT; Nancy MacRae, MS, OTR/L, FAOTA; and Karen Jacobs, EdD, OTR/L, CPE, FAOTA Chapter 37 Supervision and Fieldwork (B.7.9-7.10) Amy Jo Lamb, OTD, OTR Chapter 38 Leadership (B.6.4, 7.2, 7.6, 9.1-9.2, 9.7-9.8) Lisa L. Clark, MS, OTR/L and James Marc-Aurele, MBA, OTR/L Section VIII: Research Chapter 39 The Beginning Researcher (B.8.1-8.9) Karen Sladyk, PhD, OTR/L, FAOTA Section IX: Professional Ethics, Values, and Responsibilities Chapter 40 Ethics and Its Application (B.7.3-7.4, 9.1, 9.5, 9.10-9.11)435 Gail M. Bloom, OTD, MA, OTR/L Chapter 41 International, National, State, Local, and Related Occupational Therapy Associations (B.9.2) Diane Sauter-Davis, MA, OTR/L Chapter 42 Promoting Occupational Therapy to Others and the Public (B.9.3) Jan Rowe, Dr. OT Chapter 43 Professional Development (B.9.4) Karen Sladyk, PhD, OTR/L, FAOTA Chapter 44 Competence and Professional Development (B.9.6) Penelope A. Moyers, EdD, BCMH, OTR/L, FAOTA Chapter 45 Roles of Occupational Therapists (B.9.7-9.9) Thomas F. Fisher, PhD, OTR, CCM, FAOTA Chapter 46 Conflict Resolution (B.9.10-9.11) Jim Murray, SPHR Chapter 47 Advocacy (B.9.12-9.13) Elisa Marks, MS, OTR/L, CEAS, CHT Appendix A 2006 ACOTE Accreditation Standards for a Master\u2019s-Degree-Level Educational Program for the Occupational Therapist (effective January 2008) Appendix B Assessment Tool Grid Appendix C Assessments in Play and Leisure Appendix D Intervention Plan Outline Appendix E Sample of an IEP by Barbara Steva Appendix F AOTA\u2019s Code of Ethics Appendix G Sample of a Grant Proposal by Holly St. Onge, MS, OTR/L Appendix H Procedures for the Enforcement of the NBCOT Candidate/Certificant Code of Conduct Appendix I NBCOT Complaint Form Appendix J Using Presentation Software Effectively by William Croninger, MA, OTR/L Glossary Index